Title

Authors

Document Type

Article

Publication Date

Fall 2013

Abstract

What can early childhood music educators learn from recent investigations of brain-based learning to guide us when teaching movement in our music classes? In the recent past, cognitive scientists substantiated advantages of active, hands-on learning: The human brain learns from the body and remembers more when actively engaged in the learning process. Increased learning ensues because the entire body is interconnected with the brain, which responds to and is stimulated by active engagement. This article is the second in a series exploring the importance of movement and music in the cognitive development of young children (see Flohr & Persellin, 2013). The ideas and movement strategies presented here are intended to have broad applications and may inspire readers to investigate the fascinating area of brain research literature more thoroughly.